UMD PSYC100 FINAL NOTES

DSM-5

Diagnostic and Statistical Manual of Mental Disorders; used by newly certified psychologist to try and diagnose their patients.

Factors of mental illnesses

* biological
* psychological
* environmental

Biological factor of mental illness

mental illnesses have been linked to abnormal functioning of nerve cell circuits or pathways that connect particular brain regions.

* genetics
* infections
* brain defects or injury
* prenatal damage
* substance abuse

psychological factor to mental illness

* Severe psychological trauma suffered as a child, such as emotional, physical, or sexual abuse
* An important early loss, such as the loss of a parent
* Neglect
* Poor ability to relate to others

environmental factors to mental illness

* Death or divorce
* A dysfunctional family life
* Feelings of inadequacy, low self-esteem, anxiety, anger, or loneliness
* Changing jobs or schools
* social or cultural expectations
* substance abuse by the person or the person’s parents

ASD (Neurodevelopmental Disorder)

a developmental disability caused by differences in the brain.

Bipolar Disorders

characterized by severe shifts in mood and energy levels. There are two types:

* Bipolar I disorder
* Bipolar II disorder

Bipolar I disorder

experiencing manic episodes for 1 week or longer.

Bipolar II disorder

experiencing hypomanic episodes for 4 days and depressive episodes for 4 days and depressive episodes for 2 weeks.

Depression (Depressive Disorders)

a mental health condition that affects your mental and physical health. It affects your mood, how you see yourself, and even your eating and sleeping habits. It can lasts two weeks or more in which you feel sad, emotionally sensitive, hopeless, or uninterested in things you usually love.

Persistent depressive disorder

a depressed mood that occurs for most of the day, for more days or at least 2 years in adults. And at least 1 year for children and teens.

depressive psychosis

combination of severe depression and delusions or hallucinations

atypical depression

might feel better for short periods in response to positive events. It can start earlier in life and lasts a long time.

seasonal (affective) depression

feelings of sadness and depression that occur with the changing seasons most commonly in the fall or winter months when the temperatures begin to drop and the days grow shorter.

Generalized Anxiety Disorder (Anxiety Disorders)

a chronic anxiety disorder that involves excessive worry and tension when there’s nothing to provoke it.

* feeling restless, keyed up, or on edge
* having difficulty concentrating or feeling like your mind is “blank”
* being irritable
* fatiguing easily
* feeling tension in your muscles
* experiencing sleep issues such as difficulty falling or staying asleep, or restless unsatisfying sleep

Panic Disorders

occurs when you have a surge of intense fear that strikes suddenly and repeatedly without warning. These overwhelming feelings of anxiety and stress are often referred to as panic attacks.

Symptoms include:

* pounding heart (or palpitations)
* chest pain or discomfort
* trembling or shaking
* sweating
* chills or hot flashes
* shortness of breath
* dizziness or lightheadedness

Specific Phobia

an intense fear about an object or situation. Involve both symptoms of anxiety and avoidance.

Common physical symptoms:

* heart palpitations
* sweating
* shaking
* chills or hot flushes
* shortness of breath or feeling smothered

Examples of phobias

* Acrophobia - heights
* Carcinophobia - cancer
* Claustrophobia - enclosed spaces
* Emetophobia - vomiting
* Social phobia - groups of people
* Zoophobia - animals

Social Anxiety Disorder

where everyday interactions cause significant anxiety, self-consciousness and embarrassment because you fear being scrutinized or judged negatively by others.

Symptoms include:

* dizziness or fainting
* muscle tension
* blushing
* heart palpitations
* hyperventilating, or shortness of breath

PTSD (Trauma and Stressor-Related Disorders)

developed from a traumatic event characterized by intrusive thoughts about the incident, recurrent distress/anxiety, flashback and avoidance of similar situations.

* one or more intrusion symptoms linked to the traumatic event
* constant avoidance of anything related to the traumatic event
* significant changes in mood or cognition associated with the traumatic event
* significant reactivity and alertness

Adjustment Disorder

involves an emotional response to a significant and often stressful life events or changes.

Symptoms include:

* fatigue
* indigestion
* insomnia
* muscle trembling
* twitching
* body pain not associated with an illness

OCD

a chronic condition with two groups of symptoms. These are unwanted thoughts, or obsessions, and compulsions.

Symptoms include anxiety about:

* contamination
* religion
* sexuality
* doing harm to others or yourself
* losing control
* sickness or disease
* perfection or symmetry

Hoarding Disorder

act of excessively acquiring items, that may have little value, and experiencing distress when faced with the decision to discard or part ways with them.

Symptoms include:

* finding it persistently difficult to part with items, even if they have low actual value
* holding on to items because you feel you need to save them, and because discarding them would cause distress
* having a buildup of items that clutters active living spaces, significantly impeding their intended use

Dissociative Identity Disorder (DID)

a dissociative disorder which often develop after trauma;

* disruptions in processes related to memory, identity, and perception
* emotional disconnection and detachment
* disconnection from reality and surroundings

Symptoms include:

* dissociative fugue states
* dissociative amnesia
* multiple personalities

Schizophrenia

a chronic psychiatric disorder. May experience periods of time when they feel disconnected from reality, usually experiencing a combination of hallucinations and delusions.

Symptoms include:

* delusions
* hallucinations
* disorganized speech, such as frequent derailment or incoherence
* grossly disorganized or catatonic behavior
* negative symptoms, such as reduced emotional expression or total lack of motivation

Positive symptoms of schizophrenia

* delusions - believe an untruth
* hallucinations - hear, smell, taste, or feel something that isn’t real
* disorganized thinking - may find it difficult to organize your thoughts
* abnormal body movements - unusual body movements

Negative symptoms of schizophrenia

* a lack of emotional expression
* social withdrawal, including talking very little with other people, even in situations when it may be important
* difficulties planning or sticking with an activity such as grocery shopping

Eating Disorders

any disorder characterized primarily by a pathological disturbance of attitudes and behaviors related to food, including anorexia nervosa, bulimia nervosa, and binge-eating disorder.

Substance Disorders

patterns of symptoms resulting from the use of a substance that you continue to take, despite experiencing problems as a result.

Steps for successful treatment of drug addiction

* long-term follow-up
* counseling and other behavioral therapies
* medical devices to treat withdrawal symptoms

Habituatuation

a baby slowly getting used to/ bored of an object

Imprinting

-the first thing a being attaches to will thing that it's their mother
- biosocial: we need to attach in order to survive

Secure Attachment

- when mother was gone there was no interest in toys/ only on the absence of the mother
- mother was able to comfort her when she returned to the room

Avoidant Attachment

-avoidant of the mother
- head down, arms out, not engaging her

Ambivalent Attachment

- cannot calm down when mother returns
- slaps toys away
- want her back but cannot use contact
- the mother is inconsistent

Attachment

how secure is the crucial relationship between mother and child
- can tell how close you will be to your parents later on in life

Erikson's Trust Vs. Mistrust

-infancy
- 0 to 1 1/2
- hope

Erikson's Autonomy Vs. Shame

- early childhood
- 1 1/2 to 3
- will

Erikson's Initiative Vs. Guilt

-play age
- 3 to 5
- purpose

Erikson's Industry Vs. Inferiority

- school age
- 5 to 12
- competency

Erikson's Ego Identity Vs. Role Confusion

- adolescence
- 12 to 18
- fidelty

Erikson's Intimacy Vs. Isolation

- young adulthood
- 18 to 40
- love

Erikson's Generatively Vs. Stagnation

- adulthood
- 40 to 65
- care

Erikson's Ego Integrity Vs. Despair

- maturity
- 65+
- wisdom

Piaget's Sensory Motor

- birth to 2 years
- differentiates self from objects
- recognizes self as agent of actions and begins to act intentionally
- achieves object permanence

Piaget's Pre-Operational

- 2 to 7 years
- learns to use language and to represent objects by images and words
- thinking is still egocentric
- classifies objects by a single feature

Piaget's Concrete Operational

- 7 to ll years
- can think logically about objects and events
- achieves conservation of number (age 6), mass (age 7), weight (age 9)
- classifies objects according to several features

Piaget's Formal Operational

- 11 years and up
- can think logically about abstract propositions and test hypotheses systematically
- becomes concerned with the hypothetical the future and ideological problems

Kohlberg's Pre-conventional Level

- self-focused morality
- up to age 9
- morality is defined as obeying rules and avoiding negative consequences, children in this stage see rules set, typically by parents as defining moral law
- that which satisfies a child's needs is seen as good and moral
- behavioral: you learn from before

Kohlberg's Conventional Level

- other-focused morality
- age 9 to adolescence
- children begin to understand what is expected of them by their parents, teacher, etc. morality is seen as achieving these expectations
- fulfilling obligations as well as following expectations as seen as moral law for children in this stage
- socio-cultural: defined by community, what is acceptable and what is not

Kohlberg's Post-Conventional Level

- adulthood
- higher focused morality
- as adults, we begin to understand morality that people have different opinions about morality and that rules and laws vary from group to group and culture to culture. Morality is seen as upholding the values of a younger group or culture.
- understanding your own personal beliefs allow adults to judge themselves and others based upon higher levels of morality. In this stage what is right and wrong is based upon the circumstances surrounding an action. Basics of morality are the foundation with independent through playing an important role.
- theory of mind
- social cognitive: more formal sense of morality

Interpsychological Level

between people

Intrapsychological Level

inside the child

Zone of Proximal Development

a level of development attained when children engage in social behavior. The ability for children to be "guided" to accomplish certain tasks, that they couldn't otherwise complete on their own

Galinsky’s six stages of parenthood

emphasized the development of parents themselves and how they respond to their children’s development and how they grow as parents.

Stage 1: The Image Making Stage

- planning for a child; pregnancy
- consider what it means to be a parent and plan for changes to accomodate a child

Stage 2: The Nurturing Stage

- infancy
- development of an attachment relationship with child and adopt to the new baby

Stage 3: The Authority Stage

- toddler and pre-school
- parents create rules and figure out how to effectively guide their children's behavior

Stage 4: The Interpretive Stage

- middle childhood
- parents help their children interpret their experiences with the social world beyond the family

Stage 5: The Independent Stage

- adolescence
- parents renegotiate their relationship with their adolescent children to allow for shared power in decision making

Stage 6: The Departure Stage

- early adulthood
- parents evaluate their successes and failures as parents

Fetal Alertness

Scientists who follow the fetus' daily life find that it spends most of its time not exercising these new abilities but sleeping. At 32 weeks, it drowses 90 to 95% of the day. REM sleep, the fetus' eyes move back and forth just as an adult's eyes do, and many researchers believe that it is dreaming.
Closer to birth, the fetus sleeps 85 or 90% of the time: the same as a newborn. Between its frequent naps, the fetus seems to have "something like an awake alert period. This indicates normal behavior.

fetal Movement

the human fetus moves 50 times or more each hour, flexing and extending its body, moving its head, face, and limbs and exploring its warm, wet compartment by touch.
"licking the uterine wall and literally walking around the womb by pushing off with its feet."

Fetal Taste

By 13 to 15 weeks a fetus' taste buds already look like a mature adult's, and doctors know that the amniotic fluid that surrounds it can smell strongly of curry, cumin, garlic, onion and other essences from a mother's diet. Whether fetuses can taste these flavors isn't yet known, but scientists have found that a 33-week-old preemie will suck harder on a sweetened nipple than on a plain rubber one.

Fetal Hearing

A very premature baby entering the world at 24 or 25 weeks responds to the sounds around it, observes Als, so its auditory apparatus must already have been functioning in the womb. Many pregnant women report a fetal jerk or sudden kick just after a door slams or a car backfires.

Fetal Smell

amniotic fluid takes on odors from what the mother has eaten

Fetal Vision

the last sense to develop. A very premature infant can see light and shape; researchers presume that a fetus has the same ability. 

Fetal Learning

the capacity to learn and remember. These activities can be rudimentary, automatic, even biochemical. For example, a fetus, after an initial reaction of alarm, eventually stops responding to a repeated loud noise.

Fetal Personality (effects from Mother)

The hormones a mother puts out in response to stress also appear critical.(like stress hormones if a mother is working)
highly pressured mothers-to-be tend to have more active fetuses--and more irritable infants
The fetus gets an enormous amount of 'hormonal bathing' through the mother, so its chronobiological rhythms are influenced by the mother's sleep/wake cycles, her eating patterns, her movements."

Cross Sectional

type of study that measures a variable across several age groups at the same time
ex: A researcher visits a middle school and asks group of 12-year olds and a group of 14-year olds about their feelings for their parents. Which of the following designs is being used?

Logitudinal Study

research in which the same people are restudied and retested over a long period

Vygotsky’s social theory

theory of cognitive development in children that emphasizes the role of social interaction and culture.

attrition

When participants do not participate in a second session of a study, this is a problem with longitudinal studies/studies with lots of segments

cross-sectional

separate groups design; include people from at least two different cohorts and comparing them. For example, a young cohort and an older cohort.

longitudinal studies

take one cohort and study it over a long period of time.

cohort effect

effect observed in a sample of participants that results from individuals in the sample growing up at the same time

carry over effects

occur when the effects of one treatment persist when another treatment is introduced

Examples of Experiment in Cognitive development

Looking Experiment
Piaget's Conservation Experiment (Transferring liquids in different containers)Visual cliff (test for depth perception in infants)Strange-Situation (Ainsworth)

Lorenz imprinting

the process by which certain animals form strong attachments during an early-life critical period

Harlow's experiment

he felt that attachment had to be influenced by more than just food. He put monkeys in cages and gave them a soft support structure to lean on in place of their mothers. He had one wire mom and a cloth one in a cage. In a few cages the wire mom gave the food and in some the cloth mom gave the food. In both situations even if the wire mom gave the food the monkey still chose to be with the cloth mother because she was softer and more comfortable.(security and Comfort in care)

Basis Of Attachement Theory

Sense of security in infant from strong attachmentSeeking help from primary caregiver later in life

Big Five Personality Traits

openness, conscientiousness, extraversion, agreeableness, neuroticism

Openness

one of the five factors; willingness to try new things and be open to new experiences
High openness- can be perceived as unpredictability or lack of focus
low openness- seek to gain fulfillment through perseverance, and are characterized as pragmatic and data-driven

Conscientiousness

A tendency to be organized and dependable, show self-discipline, act dutifully, aim for achievement, and prefer planned rather than spontaneous behavior.
High-is often perceived as stubbornness and obsession/Type-A
Low- associated with flexibility and spontaneity, but can also appear as sloppiness and lack of reliability.

Extraversion

Energy, positive emotions, surgency, assertiveness, sociability and the tendency to seek stimulation in the company of others, and talkativeness.
High-as attention-seeking, and domineering/very outgoing
Low-causes a reserved, reflective personality,

Agreebleness

(friendly/compassionate vs. analytical/detached). A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others.High agreeableness is often seen as naive or submissive. Low agreeableness personalities are often competitive or challenging people

Neuroticism

(sensitive/nervous vs. secure/confident). The tendency to experience unpleasant emotions easily, such as anger, anxiety, depression, and vulnerability.
high- need for stability manifests as a stable and calm personality, but can be seen as uninspiring and unconcerned. A
low- need for stability causes a reactive and excitable personality, often very dynamic individuals

oral Stage

Freud's first stage of personality development, from birth to about age 2, during which the instincts of infants are focused on the mouth as the primary pleasure center.
oral aggressive personality, which is characterized by optimism, gullibility, hostility, etc. A normal person, with an oral passive personality is characterized by indulging in smoking, kissing, eating, oral sexual pleasures,

Anal

(18-36 months) pleasure focuses on bowel and bladder elimination; coping with demands for control.
oral retentive personality, which is characterized by stinginess, excessive tidiness, perfectionism, and stubbornness. The other possible outcome is an anal expulsive personality, which is defined by a lack of self control, carelessness, and messy behavior.

phallic stage

Freud's third stage of personality development, from about age 4 through age 7, during which children obtain gratification primarily from the genitals.

latency stage

the fourth psychosexual stage in Sigmund Freud's theory of development: from about ages 6 to 12, during which sexual interests remain hidden while the child concentrates on school and other activities.
Fixation at this stage results into sexual unfulfillment in later life.

genital stage

Freud's last stage of personality development, from the onset of puberty through adulthood, during which the sexual conflicts of childhood resurface (at puberty) and are often resolved during adolescence).
fixation at this stage results into the child being frigid and impotent in later life, while also having unsatisfactory interpersonal relationships.

Id

a reservoir of unconscious psychic energy that, according to Freud, strives to satisfy basic sexual and aggressive drives. The id operates on the pleasure principle, demanding immediate gratification.

ego

the largely conscious, "executive" part of personality that, according to Freud, mediates among the demands of the id, superego, and reality. The ego operates on the reality principle, satisfying the id's desires in ways that will realistically bring pleasure rather than pain.

Superego (Freud)

Represents the conscience, holds rules, values for socially acceptable behavior

Projection

psychoanalytic defense mechanism by which people disguise their own threatening impulses by attributing them to others
ex:

Displacement

Displacement is a defense mechanism in which libidinal energy is supposedly redirected from a desired (but unavailable) goal to a substitute. One girl found herself sleeping with a big stuffed dog-a gift from her father-after she broke up with her boyfriend. She even kissed the stuffed animal good night. When she got back with her boyfriend, the animal returned to the corner of her room.

Rationalization

rationalization. Rationalization occurs when people construct false explanations for their behavior, without realizing the explanations are false.

Displaced Agression( ex of Displacement)

Displaced aggression is another common variety of displacement. Instead of killing a teacher who gives you a bad grade (which Freud would probably suspect as an id phantasy) one might kick a can or punch a wall.

Reaction formation

Reaction formation is an intriguing defense mechanism, if you accept Freud's logic. In reaction formation a person defends against unacceptable thoughts or impulses by converting them to their opposite on the surface.